2017 Annual Report tothe School CommunitySchool Name: Glen Eira College

School Number: 8704

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All teachers at the school meet the registration requirements of the Victorian Institute of Teaching (www.vit.vic.edu.au)

The school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2017 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program

The school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School

Signed 14 April 2018 at 02:34 PM by Sheereen Kindler (Principal)

All teachers employed or engaged by the school council meet the registration requirements of the Victorian Institute of Teaching

To the extent that the school council is responsible, the school meets prescribed minimum standards for registration as regulated by the Victorian Regulation and Qualifications Authority (VRQA) in accordance with the Education and Training Reform (ETR) Act 2006. This includes schools granted an exemption by the VRQA until 31 December 2017 from the minimum standards for student enrolment numbers and/or curriculum framework for school language program.

To the extent that the school council is responsible, the school is compliant with the Child Safe Standards prescribed in Ministerial Order No. 870 – Child Safe Standards, Managing Risk of Child Abuse in School.

Signed 17 April 2018 at 08:54 PM by Ruth Gordon (School Council President)

Glen Eira College

About Our SchoolSchool Context

Glen Eira College is a dynamic, co-educational school committed to the values of respect, excellence and tolerance. The College offers a traditional, academic approach with firm discipline in a supportive environment as well as a rich and varied extra-curricular program. Most of our students come from the local area, and we also attract students to our innovative French and Japanese programs and our Hebrew program from outside the local area. Our exceptionally strong English as an Additional language (EAL)

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program and International Student Program reflect our international focus.

Enrolments have increased significantly over recent years from 407 in 2010 to 750 students (in the College) in 2017 including approximately 50 students in the English Language Centre (where numbers can fluctuate considerably each term). Student numbers have continued to build during the period of the current School Strategic Plan.

Increased enrolments have allowed for greater flexibility both in staffing and in curriculum while still maintaining a community feel and sense of belonging. The college has been steadily increasing the range of programs offered at VCE. In 2017, the college had 52 teachers, 2 Principal class and 21 Education Support staff. The English Language Centre has between 6 and 9 teachers and 3 Education Support staff. The College's leadership team, with the support of our college council and parents, continues to strive for excellence throughout the school.

Framework for Improving Student Outcomes (FISO) Our improvement initiatives for 2017 and the progress made towards these are:1. Building practice excellence:

Develop teacher capacity with particular emphasis on differentiated learning and the ability to assess student performance accurately, including effective feedback.

All Learning Areas have agreed and documented assessment schedules published on GEC online High challenge activities included in curriculum documentation Documented plan by Learning Area leaders for staff to moderate the marking of assessment tasks

at least once a semester All teachers have a strong focus on analysis of student data including VCE adjusted data Teachers articulate zone of proximal development (ZPD) for all students, knowing whether the

student is at, below or above the expected level. Individual Learning Plans are in place for all Program for Students with Disabilities (PSD) and at risk students, and for some highly able students

All staff are involved in Professional Learning Teams (PLTs)

2. Empowering students and building school pride: Maintaining a culture of belonging, success, academic achievement and high expectations while maintaining a positive

learning environment Consistent implementation of the Glen Eira 5 in relation to teaching and student learning

Documented pathway plan for all students 10-12 Links with Monash and Melbourne Universities for French Student leadership opportunities audited and enhanced Increased VCE and VET offerings Homework Policy reviewed and improved for implementation 2018 Parent evening regarding student wellbeing was extremely well attended Extra-curricular activities promoted on the student hub Implementation of a new reporting system including a continuous reporting cycle Careers / course counselling program improved Focus on behaviour for learning is consistently embedded across all classes Targeted Professional learning regarding students with defined disabilities

AchievementThe College provides a breadth of curriculum opportunities. At Years 7-9, students study the full range of areas from The Victorian Curriculum. Hebrew, Japanese or French Language may be chosen and English as An Additional Language (EAL) is offered. Students in the French Immersion program study French, History/Geography and Drama in French. Japanese Immersion (Science) will be introduced in 2018. The Year 9 curriculum is enhanced by the ‘Making Connections’ program linking academic work with life skills. At Year 10, the curriculum is semesterised allowing for students to select from a range of subjects, including access to VCE subjects. Learning gain in NAPLAN continues to be above the state in all areas. In 2017 there was a further percentage increase in high learning gain Year 7-9. There was 100% pass rate at Year 12 with a mean study score of 29. 30.5% of students achieved ATAR scores above 80. Our school dux achieved an ATAR of 99, with a perfect study score in Math Methods.Our staff continued to implement high challenge strategies for all students. Staff actively participated in professional learning and applying this learning in the classroom. All meetings have a teaching and learning focus and professional learning activities encourage collaboration on teaching practice. The triad collegiate visits program has enhanced sharing of teacher practice. There is an AIM High club for Year 12 students and an expansion of students in University Enhancement studies.

EngagementGlen Eira College offers an extensive range of extra-curricular programs including our instrumental music program. There is a whole school focus (including the English Language Centre) on celebrations each term that includes Cultural Diversity and Harmony Week, Francophonie Week, Education Week, Mental Wellbeing Week and Reconciliation Week. A wide array of lunchtime and after school clubs cater to student interests including debating, chess, robotics and reading club.

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Glen Eira College

The College has increased use of ICT as a learning tool and hence engagement of students through the Chromebook program at Years 8 - 11 and BYOD in Year 12. The school curriculum is tailored to meet the needs of the local community e.g. introduction of Japanese Immersion. Our Students Attitudes to Schools Survey data indicates strength in classroom behaviour and student safety. The success of these strategies is evident in our improved retention data.The College has a targeted counselling program for subject selection including use of Careers Fast Track and an on-going study skills and time management program including the use of Educate Elevate and consultant Darren Periera. The Program for Students with a Disability (PSD) shows student progress to be at or above expected levels in relation to their individual goals.

WellbeingThe staff survey indicates the high energy and good will of staff. Particular attention is given to supporting students with additional needs and it is expected that all staff have Individual Learning Plans for relevant students. This was extended to better cater for high achieving students in 2017. The College has a significant number of new students each term. We have a well-planned and effective transition program for students entering Year 7 or joining the College throughout the year. Student attendance is monitored closely. Students with attendance of less than 95% are followed up at least monthly with a range of support actions available to put in place. There are a variety of pro-active programs that monitor and promote the health and wellbeing of students. At senior school there is a focus on mental health e.g. lifestyle checks to manage the demands of those years, and junior school is focussed on respectful relationships and values. The College has a proactive approach to ensure respectful interactions between all members of the community. This included holding student focus groups to gather information. We achieved eSmart status in 2017. Staff offer an ever-increasing number of extra-curricular activities at lunchtime, before and after school, and on weekends.

For more detailed information regarding our school please visit our website athttp://gec.vic.edu.au

Performance SummaryThe Government School Performance Summary provides an overview of how this school is contributing to the objectives of the Education State and how it compares to other Victorian Government schools.

All schools work in partnership with their school community to improve outcomes for children and young people. Sharing this information with parents and the wider school community helps to support community engagement in student learning, a key priority of the Framework for Improving Student Outcomes.

Members of the community can contact the school for an accessible version of these data tables if required.

School Profile

Enrolment Profile

A total of 792 students were enrolled at this school in 2017, 364 female and 428 male.

32 percent were EAL (English as an Additional Language) students and < 10 percent ATSI (Aboriginal and Torres Strait Islander) students.

Overall Socio-Economic Profile

Based on the school's Student Family Occupation and Education index which takes into account parents' occupations and education.

Parent Satisfaction Summary

Measures the percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

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Glen Eira College

School Staff Survey

Measures the percent endorsement by staff on School Climate, as reported in the annual School Staff Survey. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Data is suppressed for schools with three or less respondents to the survey for confidentiality reasons.

Performance Summary

Achievement Student Outcomes School Comparison

Teacher Judgement of student achievement

Percentage of students in Years 7 to 10 working at or above age expected standards in:

         English         Mathematics

For further details refer to How to read the Annual Report.

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Glen Eira College

Performance Summary

Achievement Student Outcomes School Comparison

NAPLAN Year 7

The percentage of students in the top 3 bands of testing in NAPLAN at Year 7.

Year 7 assessments are reported on a scale from Bands 4 - 9. Being the first year of secondary school,

Year 7 NAPLAN is not used for the School Comparison.

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Glen Eira College

NAPLAN Year 9

The percentage of students in the top 3 bands of testing in NAPLAN at Year 9.

Year 9 assessments are reported on a scale from Bands 5 - 10.

Performance Summary

Achievement Student Outcomes School Comparison

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Glen Eira College

NAPLAN Learning GainYear 5 - Year 7 Learning gain of students from Year 5 to Year 7 in the following domains: Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.

NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two year prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

NAPLAN Learning Gain Year 7 - Year 9 Learning gain of students from Year 7 to Year 9 in the following domains: Reading, Numeracy, Writing, Spelling & Grammar and Punctuation.

NAPLAN learning gain is determined by comparing a student's current year result to the results of all ‘similar’ Victorian students (i.e. students in all sectors in the same year level who had the same score two years prior). If the current year result is in the Top 25 percent, their gain level is categorised as ‘High’. Middle 50 percent, is ‘Medium’. Bottom 25 percent, is ‘Low’.

NAPLAN Learning Gain does not require a School Comparison.

Victorian Certificate of Education (VCE)

Mean study score from all VCE subjects undertaken by students at this school.

This includes all Unit 3 and 4 studies (including those completed in Year 11) and any VCE VET studies awarded a study score. The maximum student study score is 50 and the state-wide mean (including government and non-government schools) is set at 30.

Students in 2017 who satisfactorily completed their VCE: 99%Year 12 students in 2017 undertaking at least one Vocational Education and Training (VET) unit of competence: 14%VET units of competence satisfactorily completed in 2017: 94%Victorian Certificate of Applied Learning (VCAL) credits satisfactorily completed in 2017: 0%

Performance Summary

Engagement Student Outcomes School Comparison

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Glen Eira College

Average Number of Student Absence Days

Average days absent per full time equivalent (FTE) student per year. Common reasons for non-attendance include illness and extended family holidays.

Absence from school can impact on students’ learning

School ComparisonA school comparison rating of ‘Higher’ indicates this school records ‘less’ absences than expected, given the background characteristics of students. A rating of ‘Lower’ indicates this school records ‘more’ absences than expected.

Average 2017 attendance rate by year level:

Few absences <------> Many absences

Few absences <------> Many absences

Yr7 Yr8 Yr9 Yr10 Yr11 Yr12

88 % 88 % 87 % 88 % 92 % 95 %

Student Retention

Percentage of Year 7 students who remain at the school through to Year 10.

Exit Destinations

Percentage of students from Years 10 to 12 going on to further studies or full-time employment.

Note: This measure uses data from the previous year. Data excludes exit destinations recorded as 'Unknown'.

Performance Summary

Wellbeing Student Outcomes School Comparison

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Glen Eira College

Students Attitudes to School -Sense of Connectedness

Measures the percent endorsement on Sense of Connectedness factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

Students Attitudes to School -Management of Bullying

Measures the percent endorsement on Management of Bullying factor, as reported in the Attitudes to School Survey completed annually by Victorian Government school students in Years 4 to 12. The percent endorsement indicates the percent of positive responses (agree or strongly agree).

How to read the Annual ReportThe School Comparison shows that most schools are achieving results that are ‘Similar’ to other schools with alike student backgrounds and characteristics. Some schools are doing exceptionally well and have ‘Higher’ performance.  Some schools have ‘Lower’ performance than expected and receive targeted support to ensure that there is improvement.

More information on School Comparison performancemeasures can be found at:http://www.education.vic.gov.au/school/parents/involve/Pages/performance.aspx

What does ‘Data not available’ mean?

Some schools have too few students enrolled to provide data.

What does the About Our School section refer to?

The About Our School page provides a brief background on the school, an outline of the school’s performance over the year and plans for the future.                                         The ‘School Context’ describes the school’s vision, values and purpose. Details include the school’s geographic location, size and structure, social characteristics, enrolment characteristics and special programs.

The ‘Framework for Improving Student Outcomes (FISO)’ section includes the improvement initiatives the school has selected and the progress they have made towards achieving them.

What does the Performance Summary section of this report refer to?

The Performance Summary reports on data in three key areas:

Achievement - student achievements in:

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Glen Eira College

- English and Mathematics for National Literacy and Numeracy tests (NAPLAN)- English and Mathematics for teacher judgements against the curriculum- all subjects for Victorian Certificate of Education (VCE) examinations (secondary schools)

Engagement - student attendance and engagement at school

- how many students leaving school go on to further studies or full-time work (secondary, P-12 and specialist schools)

Wellbeing - Attitudes to School Survey (ATOSS)

- Sense of connectedness- Management of Bullying

Results are displayed for the latest year, as well as the average of the last four years (where available).

What does School Comparison refer to?

The School Comparison is a way of comparing this school’s performance to similar schools in Victoria.

The comparison measure takes into account the school’s academic intake, the socio-economic background of students, the number of Aboriginal students, the number of non-English speaking and refugee students, the number of students with a disability and the size and location of the school.

There may be no students enrolled in some year levels so school comparisons are not possible.

New schools have only the latest year of data and no comparative data from previous years.

The Department also recognises unique circumstances in Specialist, Select Entry, English Language and Community Schools where school-to-school comparisons are not appropriate.

What is the Victorian Curriculum?

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

The curriculum has been developed to ensure that school subjects and their achievement standards enable continuous learning for all students, including students with disabilities.

The ‘Towards Foundation Level Victorian Curriculum’ is integrated directly into the curriculum and is referred to as ‘Levels A to D’.

‘Levels A to D’ may be used for students with a disability or students who may have additional learning needs.

‘Levels A to D’ are not associated with any set age or year level that links chronological age to cognitive progress (i.e. there is no age expected standard of achievement for ‘Levels A to D’).

Financial Performance and PositionFinancial performance and position commentary

Glen Eira College maintains a sound financial position. 2017 was the College’s first year not to have a staffing deficit in many years. This is due to increased enrolments and the effective planning of staff allotments. The College has again increased the number of education support staff to better support the increased number of students and teachers. We utilised our equity funding to provide support in literacy.

We are due to complete our major capital works project by the end of term 1 2018 ($10.1 million). We will have supported this development with approximately $1 million of funds that we had set aside to ensure the very best we could produce for our community. The refurbishment has led to an improvement in the learning spaces for our students.

Financial Performance - Operating StatementSummary for the year ending 31 December, 2017 Financial Position as at 31 December, 2017

Revenue Actual Funds Available ActualHigh Yield Investment Account $368,369Official Account $42,563Other Accounts $1,427,036Total Funds Available $1,837,968

Student Resource Package $7,304,571

Government Provided DET Grants $1,466,262Government Grants Commonwealth $5,000Government Grants State $26,939

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Revenue Other $53,108Locally Raised Funds $819,670

Total Operating Revenue $9,675,549

Equity¹

Equity (Social Disadvantage) $29,527Equity (Catch Up) $28,855

Equity Total $58,382

Expenditure Financial CommitmentsOperating Reserve $302,478Asset/Equipment Replacement < 12 months $180,800Capital - Buildings/Grounds incl SMS<12 months

$682,500

Maintenance - Buildings/Grounds incl SMS<12 months

$107,047

Revenue Receipted in Advance $489,309Other recurrent expenditure $19,925Asset/Equipment Replacement > 12 months $55,910Total Financial Commitments $1,837,968

Student Resource Package² $7,064,186

Books & Publications $42,338Communication Costs $23,220Consumables $248,975Miscellaneous Expense³ $575,115Professional Development $53,281Property and Equipment Services $549,857Salaries & Allowances⁴ $256,633Trading & Fundraising $13,513Travel & Subsistence $12,184Utilities $78,904

Total Operating Expenditure $8,918,207

Net Operating Surplus/-Deficit $757,343

Asset Acquisitions $60,900

(1) The Equity funding reported above is a subset of overall revenue reported by the school(2) Student Resource Package Expenditure figures are as of 05 March 2018 and are subject to change during the reconciliation process.(3) Misc Expenses may include bank charges, health and personal development, administration charges, camp/excursion costs and taxation charges.(4) Salaries and Allowances refers to school-level payroll.

All funds received from the Department, or raised by the school, have been expended, or committed to subsequent years, to support the achievement of educational outcomes and other operational needs of the school, consistent with Department policies, School Council approvals and the intent/purposes for which funding was provided or raised.

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